MLPS/ML TEACHER Responsibilities/EXPECTATIONS
The responsibilities of a Multilingual Learner Program Specialist (MLPS) or ML Teacher are the following:
Plan, organize, and provide instruction that meets state and federal standards.
Implement WIDA standards utilizing content and language objectives.
Provide appropriate instruction that is consistent and coordinated with the district’s/school’s instructional program to ensure that students meet and exceed learning targets.
Develop and deliver lesson plans that utilize a broad range of appropriate teaching techniques and strategies.
Address all aspects of communication through appropriate instruction that develops each student’s ability to read, write, speak, and listen in the appropriate content area.
Administer language assessments to evaluate student progress in meeting academic learning targets and progress in language acquisition.
Maintain a complete and accurate Individualized Language Acquisition Plan (ILAP) in Ellevation.
Maintain students’ cumulative records in accordance with ML Services state and district guidance - yellow folder.
Collaborate with educational staff to provide a positive learning experience to students
Provide a nurturing and supportive learning environment that encourages student responsibility and incorporates challenging instructional strategies.
Adapt curriculum to provide individual, small group, and remedial instruction to meet the needs of individual students and subgroups of students.
Establish and maintain standards of student behavior required to run an orderly and productive classroom environment.
Employ various instructional techniques and strategies to meet students' different aptitudes and interests.
All MLPS must receive a copy of the IEP/504 of all ML dually classified.
Manage allotted learning time to maximize student achievement.
Screen potential MLs based on the information entered in the Home Language Survey (HLS).
Within 30 days from the beginning of the school year, or
Within 14 days from the student’s enrollment, if after the first 30 days of the school year.
Communicate with administrators and guidance counselors to assist with MLs placement.
Inform parents about student progress.
An MLPS assigned to 2 or more schools must not attend specified school duties in alignment with classroom teachers (morning/afternoon, lunch duties, etc). This is key in maximizing MLPS' ML service times to meet the needs of MLs in each of their assigned school. ML service times at the elementary and middle school (1st semester) are created by the MLPS based on the school's master schedule.
All MLPS must be included in the school communication in order to stay informed of all schools’ schedules, events, activities, etc.
ELEMENTARY SCHOOLS
Create and follow a schedule based on the school’s master schedule and MLs language needs. This may be in the form of push-in, pull-out, co-teaching, or consultative.
Modify the schedule, as needed, based on new enrollment.
Individually screen all kindergarteners indicating a language other than English in the HLS within the first 2 weeks of school.
Screen 1st-5th grade students newly enrolled in the school if a language other than English is in the HLS within the first 2 weeks of school.
Begin ML services no later than the 3rd week of school - preferably sooner. This depends on the schools’ screening caseload.
ML services are usually provided during the time assigned to ELA so MLs do not miss content-focused learning opportunities with their peers.
Implement ML-focused curriculum/resources provided through Title III funding: Flashlight360, Learning Without Tears, and National Geographic Learning.
MIDDLE & INTERMEDIATE SCHOOLS
Create and follow a schedule based on the school’s master schedule and MLs language needs. This may be in the form of class period, push-in, pull-out, co-teaching, or consultative for the 1st semester.
Modify the schedule, as needed, based on new enrollment.
Maintain records of student attendance and grades for MLs enrolled in ML/ESOL classes - typically in the 2nd semester.
Begin ML services no later than the 3rd week of school - preferably sooner. This depends on the schools’ screening caseload.
ML services are usually provided during the time assigned to ELA at the elementary and middle school so MLs do not miss content-focused learning opportunities with their peers.
Implement ML-focused curriculum/resources provided through Title III funding: Flashlight360, Get Ready! and Get Reading!
HIGH SCHOOLS
Maintain records of student attendance and grades for MLs enrolled in ML/ESOL classes.
Identify and support MLs in your caseload who will receive consultative ML services and who are not enrolled in the ML/ESOL classes.
Implement ML-focused curriculum/resources provided through Title III funding: Flashlight360, Get Ready! and Get Reading!
Title III Multilingual Learner and Immigrant Student Program Guiding Principles.pdf